Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university based learning to the workplace.
|Number of pages||18|
|Journal||International Journal of Inclusive Education|
|Early online date||6 Jun 2021|
|Publication status||E-pub ahead of print - 6 Jun 2021|
Bibliographical notePublisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
- intellectual disability
- Inclusive education
- Work Integrated Learning (WIL)
- higher education
- practicum placement
- work integrated learning (WIL)
- inclusive higher education